We have learned that a simple sound is a sine wave. But most things produce sounds that are a combination of sine waves. They are usally harmonics, which are at multiples of the basic frequency, and some are stronger than others, but all contribute to the sound we hear. Hearing these complex sounds, it is hard to know just how they are made. But we now have tools that help us to visualize them What do some every day sounds look like? As in our earlier lessons, we will be looking for similarities, differences, and surprises.
Opportunities to Learn:
Depth of Knowledge
Prerequisite Knowledge
Basics of sound as covered in prior lessons.
Plans for Differentiating Instruction
Accommodations and modifications
Environmental factors
none
Materials
Students have been invited to bring in instruments they play.
Simple instruments will also be on hand.
Microphones and software (free) to enable waveforms to be displayed and analyzed.
Objectives:
Students will be able to explain
how simple sounds combine to make complex sounds.
how some familiar sounds are made up of simple sounds
Instruction:
Opening:
Initial setup has waveform display of music playing.
This can run during attendance and other business.
Engagement:
Last time, we learned about standing waves and resonance, and how they are important to musical instruments.
At the end of that class, I asked for volunteers who would bring their own instrument in, to show and explain, and of course to play it.
We have a list of brave volunteers, and we are ready to begin.
Please remember that this is a Lab, so you should complete a report for each instrument.
You will be told at least enough to do a labeled diagram and explanation.
As with our earlier labs, be sure to notice anything similar in the instruments, anything different, and any surprises.
If you have any questions, write them down, and we will try to get to as many as we can.
Please remember to give our volunteers your courtesy and full attention.
Lesson Plan
Lesson Title: Waveforms
State Standards: GLEs/GSEs
National Standards:
Context of Lesson:
We have learned that a simple sound is a sine wave. But most things produce sounds that are a combination of sine waves.They are usally harmonics, which are at multiples of the basic frequency, and some are stronger than others, but all contribute to the sound we hear.
Hearing these complex sounds, it is hard to know just how they are made. But we now have tools that help us to visualize them
What do some every day sounds look like?
As in our earlier lessons, we will be looking for similarities, differences, and surprises.
Opportunities to Learn:
Depth of Knowledge
Prerequisite Knowledge
Basics of sound as covered in prior lessons.
Plans for Differentiating Instruction
Accommodations and modifications
Environmental factors
none
Materials
Students have been invited to bring in instruments they play.
Simple instruments will also be on hand.
Microphones and software (free) to enable waveforms to be displayed and analyzed.
Objectives:
Students will be able to explain
Instruction:
Opening:
Initial setup has waveform display of music playing.
This can run during attendance and other business.
Engagement:
Last time, we learned about standing waves and resonance, and how they are important to musical instruments.
At the end of that class, I asked for volunteers who would bring their own instrument in, to show and explain, and of course to play it.
We have a list of brave volunteers, and we are ready to begin.
Please remember that this is a Lab, so you should complete a report for each instrument.
You will be told at least enough to do a labeled diagram and explanation.
As with our earlier labs, be sure to notice anything similar in the instruments, anything different, and any surprises.
If you have any questions, write them down, and we will try to get to as many as we can.
Please remember to give our volunteers your courtesy and full attention.
Thank you!
Closure:
We have some time for questions.
Assessment:
Lab reports and participation.
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: